大学教师心理契约的结构及其动态变化

发布时间：2018-06-01 10:36

本文选题：大学组织 + 心理契约　；参考：《大连理工大学》2009年博士论文

【摘要】： 心理契约是与经济契约相对应的一种隐含的、非正式的、未公开说明的相互期望和理解,它包括成就需要、工作安全感、职业培训、补偿和职业发展等。对管理者而言,有效利用心理契约进行管理,将有利于坚守以人为本的管理理念,实现契约化管理和人性化管理的有效结合。心理契约具有动态本质,大学教师心理契约的动态变化研究,旨在优化大学人力资源管理、提升教师承诺水平和促进大学组织与教师二者关系的良性互动,正成为当前人力资源管理的新课题。本文在回顾相关文献基础上,研究了心理契约的研究现状、大学教师心理契约的研究现状及存在的问题,研究围绕四条主线展开,即建立“大学教师心理契约动态量表”、大学教师心理契约的现状与特征、大学教师心理契约的变动及量化分析和教师与大学组织双重视角下心理契约的实证研究。首先,在多次预试数据基础上,验证了我国大学教师心理契约三维结构构想,证明我国大学教师心理契约应包括规范责任、发展责任和人际责任。经过信度、效度检验、探索性因子分析和验证性因子分析,开发出一套“大学教师心理契约变动量表”,将心理契约的研究由静态层面拓展到动态层面。其次,在正式施测基础上,采用相关分析、方差分析、聚类分析和回归分析,考察了我国大学教师心理契约的现状及特征。再次,在Schalk和Robert基于极限观点的心理契约变动形式研究的基础上,尝试对大学教师的心理契约变动进行定量研究,证明大学教师心理契约存在三种基本变动形式即平衡、调整和转变,探索出以聚类分析为基础的心理契约变动的临界极限值的测算方法。最后,从教师和管理者两个视角,采用独立样本T检验和配对样本T检验方法,确定双方心理契约中已达成的相互责任基础上,考察了“学校责任履行程度的认知差”和“教师责任履行程度的认知差”及对心理契约的影响,发现无论是教师还是学校的管理者对自身责任的履行普遍存在高估问题,这种认知偏差与教师责任的调整关系密切,这一研究使对双向视角下心理契约一致性的研究内容更为完善。避免心理契约偏离正常轨道的办法就是对心理契约的形成和维护的监控,并形成相应的心理契约管理策略。本研究在心理契约极限量化研究基础上,测算相应的警情值,建立心理契约预警控制模型,为预防大学教师心理契约失衡提供可操作性的工具;提出投资式管理、参与式管理和利诱式管理的策略,以提高双方心理契约的契合度;提出基于职业生涯阶段理论的大学教师心理契约的管理对策,以实现其心理契约的良性循环。
[Abstract]:Psychological contract is an implicit, informal, unstated mutual expectation and understanding corresponding to economic contract. It includes achievement needs, job security, vocational training, compensation and career development. For managers, the effective use of psychological contract for management, will be conducive to adhere to the people-oriented management concept, the realization of contractual management and human management of the effective combination. Psychological contract has the dynamic essence. The research on the dynamic change of university teachers' psychological contract aims to optimize the management of university human resources, improve the level of teacher commitment and promote the positive interaction between university organization and teachers. It is becoming a new subject of human resource management. Based on the review of relevant literature, this paper studies the current research situation of psychological contract of university teachers, the present situation and the existing problems of psychological contract of university teachers. The research focuses on four main lines, that is, establishing the dynamic scale of College Teachers' Psychological contract. The present situation and characteristics of college teachers' psychological contract, the change and quantitative analysis of college teachers' psychological contract and the empirical study of psychological contract between teachers and university organizations. Firstly, on the basis of many pre-test data, this paper verifies the three-dimensional structure of college teachers' psychological contract, and proves that the psychological contract of university teachers in China should include normative responsibility, development responsibility and interpersonal responsibility. Through reliability, validity test, exploratory factor analysis and confirmatory factor analysis, a set of college teachers' psychological contract change scale is developed, which extends the research of psychological contract from static level to dynamic level. Secondly, on the basis of formal test, the present situation and characteristics of college teachers' psychological contract in China are investigated by means of correlation analysis, variance analysis, cluster analysis and regression analysis. Thirdly, on the basis of the research on the change form of psychological contract based on the limit view of Schalk and Robert, this paper attempts to make a quantitative study on the change of psychological contract of university teachers, and proves that there are three basic forms of change of psychological contract of university teacher, that is, balance. By adjusting and changing, the method of calculating the critical limit value of psychological contract change based on cluster analysis is explored. Finally, from the perspective of teachers and managers, the independent sample T-test and matched sample T-test are used to determine the mutual responsibility that has been reached in the psychological contract between the two parties. This paper investigates the cognitive difference of school responsibility performance degree and teachers' responsibility performance degree and its influence on psychological contract. It is found that teachers and school administrators generally overestimate the performance of their own responsibilities. This cognitive bias is closely related to the adjustment of teachers' responsibilities, which makes the research content of psychological contract consistency more perfect. The way to avoid deviating from the normal track of psychological contract is to monitor the formation and maintenance of psychological contract and form the corresponding management strategy of psychological contract. On the basis of the quantitative study of psychological contract limit, this study calculates the corresponding warning value, establishes the early warning control model of psychological contract, and provides an operational tool for the prevention of university teachers' psychological contract imbalance, and puts forward the investment management. The strategies of participatory management and inductive management are put forward to improve the agreement degree of psychological contract between the two sides, and the management countermeasures of college teachers' psychological contract based on career stage theory are put forward in order to realize the virtuous circle of psychological contract.
【学位授予单位】：大连理工大学
【学位级别】：博士
【学位授予年份】：2009
【分类号】：G645.1;G443

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